Illinois State Library

Illinois Center for the Book

Individual Author Record

General Information

Name:  Pearl S. Berman  

Pen Name: Pearl Berman

Genre: Non-Fiction

Born: 1955 in Chicago, Illinois

-- Pearl S. Berman on WorldCat --

Illinois Connection

She was born in Chicago, Illinois.

Biographical and Professional Information

Pearl Berman is a professor of psychology the Indiana University of Pennsylvania in Indiana. She is a conference presenter and consultant to Adelphoi Village Day Treatment, Indiana County Children and Youth Services, and other institutions and agencies.

Published Works Expand for more information

Titles At Your Library

Therapeutic Exercises for Victimized and Neglected Girls: Applications for Individual, Family, and Group Psychotherapy
ISBN: 1568870035

Professional Resource Exchange Inc. 1994

This book is must reading for anyone who wants to help children heal the wounds from the violence they have experienced. The author has given therapists just the right combination of supportive therapy with empathy together with action exercises that address the content areas most therapists miss. It is a program that can easily be used by students as well as the most experienced clinician. No abused child should miss this experience to becoming a survivor.

Case Conceptualization and Treatment Planning: Exercises for Integrating Theory with Clinical Practice
ISBN: 0761902155

SAGE Publications, Inc. 1997

Case conceptualization and treatment planning skills have always been important in providing quality care to clients. These skills are even more vital in today′s managed care market for documenting clients′ need for treatment and support interventions on brief, intermediate or long-term bases.

This book enables readers to design case conceptualizations and treatment plans from diverse theoretical perspectives, including: behavioural cognitive process//experiential family systems dynamic and transtheoretical. The author also demonstrates how readers can integrate important domains of human complexity into their clinical work, so that treatment can be tailored to a particular client. These domains include development, se

Interviewing and Diagnostic Exercises for Clinical and Counseling Skills Building
ISBN: 0805846409

Routledge. 2004

This book, specifically designed to meet the needs of those teaching and learning interviewing and diagnostic skills in clinical, counseling and school psychology, counselor education, and other programs preparing mental health professionals, offers a rich array of practical, hands-on, class- and workshop-tested role-playing and didactic exercises.

The authors, who bring to their task a combined 31 years of practice and 24 years of teaching these skills, present 20 complex profiles of a broad range of clients--adults, teens, and children differing in ethnicity, gender, religion, socioeconomic status, presenting problems, and problem severity. The profiles provide students/trainees with a wealth of information about each client's feelings, thoughts, actions, and relationship patterns on which to draw as they proceed through the different phases of the intake/initial interview, one playing the client and one the interviewer. Each client profile is followed by exercises, which can also be assigned to students not participating in role-playing who have simply read the profile.

The profiles are detailed enough to support a focus on whatever interviewing skills an instructor particularly values. However, the exercises highlight attending, asking open and closed questions, engaging in reflective listening, responding to nonverbal behavior, making empathetic comments, summarizing, redirecting, supportively confronting, and commenting on process. The authors' approach to DSM-IV diagnoses encourages students to develop their diagnostic choices from Axis I to Axis V and then thoughtfully review them in reverse order from Axis V to Axis I to ensure that the impacts of individual, situational, and biological factors are all accurately reflected in the final diagnoses. Throughout, the authors emphasize the importance of understanding diversity and respecting the client's perceptions--and of reflecting on the ways in which the interviewer's own identity influences both the process of interviewing and that of diagnosis.

Interviewing and Diagnostic Exercises for Clinical and Counseling Skills Building will be welcomed as a invaluable new resource by instructors, students, and trainees alike.

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